Master of Education: Teaching-Reading and Literacy

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course serves as a solid basis for the topics and activities that will be presented in each student's program of study. The significance of the structures, theories, philosophies, various pedagogical approaches, basic research designs, and educational paradigms necessary in order to develop a productive educational climate will be presented, and the effect of these on enhancing the social, emotional, physical, and psychological aspects of K-12 students will be carefully considered. Effective use of technology as a tool in educational situations will be emphasized. Students will discuss preliminary plans for on-site K-12 activities that are required later in the program, and will submit a written plan that describes their specific career interests, strategies to meet goals, and evaluative measures for these goals, including an outline for the final project to be submitted at the end of the degree program. (No Prerequisite; this is required as the FIRST COURSE in the program but may be taken concurrently with another course.)

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines issues relating to the skills that promote equal learning opportunities in the classroom, including effective approaches to working with colleagues, staff, parents, and students who are culturally, ethnically and socio- economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity, as well as human exceptionality. The use of technology as an aid to effective communication will be presented. Laws and issues that have a bearing on curriculum and instruction for exceptional students will be examined. (Prerequisite: Education majors must take EDUC502 or EDUC503 first depending upon degree requirements, but this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines the particular role of the classroom educator in understanding a systematic approach to planning curriculum and instruction for academically diverse learners. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that the educator can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. Additionally, there are three core student characteristics that educator must consider when creating curriculum and instruction: readiness, interest, and learning profile. The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. (Prerequisite: EDUC503 The Professional Educator; this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course focuses on the methods, tools, and devices used in research in education, as well as the development of skills, insights, and understandings basic to performing research. The course presents vocabulary, principles, definitions and methods of educational research that allows students to understand the logic of conducting educational research, plan a research study and how to formally conduct and report research findings. Students will also learn to interpret, critique, and study the application of research findings of others in educational settings. In addition, while students will explore several research methods and be able to design a research proposal that could be implemented in their administrative/teaching/counseling environment.

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course explores how technology may be used as a tool in the 21st Century classroom to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate positive changes in education. It also examines how educators can increase their own productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Students will examine the benefits and possible drawbacks of technology use in their classrooms and learn how to integrate technology effectively into their teaching as a means to promote student learning. Students will discover how technology can be an engaging and effective tool in the classroom. Students will also have the opportunity to learn how to incorporate the latest technology and software into the curriculum to support learning. This course addresses the standards developed by the International Society for Technology in Education (ISTE). It also incorporates 21st Century Learning Skills. The importance of ICT (information and communication technologies) literacy is emphasized. (Prerequisite: Education majors must take EDUC502 or EDUC503 first depending upon degree requirements, but this course may be taken concurrently).

PHYSICAL PROXIMITY TO A SCHOOL DISTRICT REQUIRED AND ACCESS MUST BE ARRANGED PRIOR TO THE FIRST WEEK OF THE COURSE. This course examines a framework to address the emerging issues and trends in administration and supervision that have the potential to significantly influence the future direction of education. It describes how the educational leader can address emerging issues and trends, build the necessary leadership competence to respond to these issues and trends, and develop into a more accountable leader who can deal effectively with the need for school reform. Time will be spent studying the effects of media on student learning, taking into account that the K-12 students of the 21st Century are “digital learners” whose learning styles are likely to be quite different from those of K-12 teachers. Research, study, discussion, and writing assignments will enable students in this course to systematically analyze various issues and trends such as accountability, privatization, national standards, voucher plans, organizational change, the diverse school community, community resources and partnerships, marketing strategies and process, and other topics. (Prerequisite: EDUC503 The Professional Educator; this course may be taken concurrently).

This survey course addresses reading using a developmental stage approach. Participants learn about reading development (characteristics, assessment, and instruction) from the most emergent stage through adulthood. In addition, course participants learn about literacy from a multitude of perspectives— historical perspectives, second language learners, and students with reading disabilities. Educators will gain practical knowledge to help them understand the literacy level of all students.

This course is designed for general education classroom teachers and focuses on classroom reading assessment. Participants will learn how to administer formal and informal measures of reading assessment, including screening, diagnostic, and progress monitoring measures. The assessment to instruction link will be emphasized during each session. Educators will use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

This course is designed to assist teachers in the teaching of reading and language arts. We will focus on reading, writing, listening, and speaking. The emphasis will be on creating environments conducive to developing all students’ skill in the four language arts using research-based instructional strategies. The course also focuses on differentiating instruction for students of varying literacy levels.

This course concentrates on interdisciplinary teaching and learning in elementary, middle, and high schools. Witnessing and discussing a range of cross-curricular activities, participants will develop an understanding of the benefits, challenges, and essential components of effective integrated instruction.

Phonemic awareness and phonics skills are critically linked to reading achievement. This course focuses on the developmental continuum of these skills, as well as recommended assessment procedures and instructional strategies associated with both. The characteristics of phonemic awareness and phonics instruction for second language learners are also explored. Last, course participants learn to evaluate phonemic awareness and phonics curricula for elements critical for student success

Vocabulary instruction plays an important role in reading proficiency and in an effective literacy program. Course participants learn about the different types of vocabulary, fostering word consciousness, modeling robust vocabulary, vocabulary assessment, and creating environments that encourage vocabulary growth. Educators will explore and practice a variety of strategies to provide repetition and multiple exposures to interesting words

This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Cases focus upon the problems and opportunities related to literacy instruction for at-risk student populations. Course participants will develop instructional and leadership skills needed for teaching emergent, beginning and instructional readers and address the education of diverse student populations. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.

Accomplished teachers have a rich understanding of the subject(s) they teach and the associated content area pedagogical practices. In this course students will assess their teaching practice in the context of previous coursework, observational experiences, and student teaching. They will apply content area knowledge to contemporary theory through the development of artifacts and reflective pieces related to praxis. Students will also engage in discourse related to emerging social and philosophical issues in teaching to prepare them to be informed practitioners. This course will focus on action research in a classroom situation. Its purpose is to inform students with respect to ongoing pedagogical practices.